Readers development in contexts of interaction

Abstract

Concerned about students’ reading difficulties in high school, undergraduate students of Languages, while doing some research on the development of reading and writing skills of students, also began to develop themselves as readers trainers. This article analyses the strategies of action used by graduating students to create contexts in which high school students would socially interact through practices that include reading and writing activities, which consisted of writing and producing the school newspaper and setting theatrical plays based on literary texts. This study is referenced on the ideas of Irandé Antunes, Maria da Bordini Glory and Vera Teixeira de Aguiar on training players, Célestin Freinet on free text and Paulo Coimbra Guedes, Clecio Bunzen and Marcia Mendonça about the teaching of Portuguese. Both practical and reflection owe much to Bordini and Aguiar understanding that the reader becomes a reading process builder based on the choice of meanings they assign to a text within a limited range it offers. However, the authors also advocate the use of reading activities that require social interaction as an instrument, so that it does not suffice by itself, but is an instrument for the participation of the individual in society. Thus, the high school students became writers and readers in the school newspaper creating process, actors and audience in the composition and staging of his plays. In turn, the undergraduate students of Languages were able to combine research to teaching and be trained as readers trainers.